Recombinative Generalization of Tacts Through Matrix Training with Individuals with Autism Spectrum Disorder

Abstract

Foss (Journal of Experimental Psychology, 76, 450-459, 1968a; Journal of Experimental Psychology, 77, 341-344, 1968b) compared overlap and non-overlap instruction to promote recombinative response generalization using a matrix training procedure. In the present study, we used a similar set of procedures to teach tacting of kitchen items and prepositions (i.e., relational autoclitics) to three females ages 13-20, diagnosed with autism spectrum disorder. We taught some kitchen items/prepositions as tacts (e.g., Bthe strainer is to the right of the box^) according to a non-overlap instructional sequence. Subsequently, we taught more combinations in an overlap instructional sequence. Each training procedure was followed by probes of untrained relations. Two participants demonstrated recombinative generalization of untrained combinations following the first non-overlap phase, while the third participant demonstrated some response generalization of untrained relations after a few additional training sequences. All three participants demonstrated generalized tacting of object components while two participants showed generalized tacting of preposition components.

The use of matrix training to promote generative language with children with autism

“…Of note, it has been suggested that the inclusion of known component skills is required for diagonal, nonoverlapping training approaches to produce recombinative generalization (Goldstein, ; Striefel & Wetherby, , Striefel et al, ). This assertion has recently been contradicted (Axe & Sainato, ; Pauwels et al, ), so overall findings remain mixed on this point. Given the robust findings regarding the efficiency of matrix training in producing untrained responses, more recent studies have focused on extending the literature to include broader tests for recombinative generalization; specifically, evaluation of familiar (i.e., mastered) components that were not included in the trained matrix.…”

“…Some studies suggest that interventions that target recombinative generalization may be a viable strategy for learners with ASD or other developmental disorders (Axe & Sainato, ; Goldstein, Angelo, & Mousetis, ; Goldstein & Brown, ; Goldstein & Mousetis, ; Karlan et al, ; Kohler & Malott, ; Light, Watson, & Remington, ; Mineo & Goldstein, ; Pauwels, Ahearn, & Cohen, ; Remington, Watson, & Light, ; Striefel & Wetherby, ; Striefel, Wetherby, & Karlan, , ). These studies employed matrix training to maximize the interaction of the components to produce novel responses through recombinative generalization.…”

“…By arranging these desired responses into a matrix, targets for intervention can be systematically identified and trained. Some studies suggest that the optimal targets for intervention are found along the diagonal, because these targets share no overlapping components (Axe & Sainato, ; Kohler & Malott, ; Pauwels et al, ). These diagonal targets are selected for intervention, because together they contain one example of each verb and one example of each noun (e.g., pig jumping, horse sleeping, and cat eating ).…”

“…Although the matrix‐training literature covers several decades, few studies have used matrix training to teach vocal tact responses (Goldstein, Angelo, & Mousetis, ; Goldstein & Brown, ; Goldstein & Mousetis, ), and even fewer studies have done so in the ASD population (Kohler & Malott, ; Pauwels et al, ). Given the noted challenges related to establishing generative verbal responding for individuals with ASD, further examination of the application of matrix training to language instruction is necessary.…”

Generative time telling in adults with disabilities: A matrix training approach

“…Matrix training has been shown to produce generative responding for a variety of tact combinations such as noun–verb (Frampton, Wymer, Hansen, & Shillingsburg, ), object–preposition (Pauwels, Ahearn, & Cohen, ), and subject–verb–object (Kohler & Malott, ). A recent matrix training review that focused on individuals with autism spectrum disorder found that there is the potential for learning to occur from direct teaching for approximately 31% of selected target combinations and the remaining 69% to occur through recombinative generalization (Curiel et al, ).…”